ca01000043.schoolwires.net · Web view1/14/2005 · Include a completed “Surrounding Schools Demographic and Performance Data” matrix that contains both District schools and

CHARTER SCHOOLS DIVISIONLos Angeles Unified School District

INDEPENDENT CHARTER SCHOOL RENEWAL PETITION

APPLICATION GUIDE

Updated as of May 1, 2014

Dear Charter School Renewal Team: Thank you for your interest in continuing to operate a charter school authorized by the Los Angeles Unified School District. As you may know, since approval of its first charter school in 1993, the District has become the largest district charter school authorizer in the nation, with over 250 independent and affiliated charter schools serving over 130,000 students as part of its portfolio of schools. As stated in our Board of Education's Policy on Charter School Authorizing, LAUSD is "committed to providing a wide range of schools and programs to meet the diverse educational needs and priorities of all students and families it has the privilege to serve. Charter schools are valuable partners and viable choices among the District’s robust set of educational options. Accordingly, the Board of Education views charter schools as an integral method of achieving its vision and mission."

As part of our ongoing work as a learning organization, the Charter Schools Division recently recast our mission:

The LAUSD Charter Schools Division fosters high quality educational opportunities for all students in the greater Los Angeles community through exemplary charter public school authorizing, oversight, and sharing of promising practices so that all students maximize their potential.

In order to achieve our mission, we are guided and energized by our core values:

We believe that our success depends on: Making decisions that put the interests of students first. Serving with high expectations, integrity, and commitment. Employing authentic and effective leadership and teamwork. Adapting as a learning organization. Building a healthy workplace culture where high performance and creativity thrive. Developing productive relationships with charter school partners and all stakeholders.

An approved charter is the foundational document that directs and guides charter school operations and serves as a commitment to the public of the high quality educational opportunity an organization will provide to its community. In fulfillment of our mission, and consistent with our core values, the Charter Schools Division will recommend to the LAUSD Board of Education only those renewal petitions that are clear, coherent, comprehensive, and compelling, and that will be implemented by a strong team. This application guide is designed to provide you with clear information and guidelines as you develop and prepare your petition and supporting documentation (“petition application”). It provides specific information regarding LAUSD charter school renewal petition application requirements and an outline of what the District considers to be a “reasonably comprehensive” petition. Please make sure to explore all of the other resources available on our website that may help you ensure that your application presents the highest quality charter school renewal petition application possible. Again, thank you for your hard work in service to the students and families of the Los Angeles Unified School District. Please do not hesitate to contact the Charter Schools Division at (213) 241-0399 if you have any questions about the renewal petition application process. Sincerely, José Cole- GutíerrezDirectorCharter Schools Division

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INTRODUCTION

The Charter Schools Division (CSD) has prepared this independent charter school renewal petition application guide in order to assist petitioner teams in gaining a clear understanding of the required components and features of a renewal petition application that satisfy the statutory requirements, i.e. a petition that can be deemed to be educationally sound, reasonably comprehensive, and likely to be successfully implemented. Many charter school petitioner teams have found it useful to review CSD guidance both prior to and during the development of their renewal petition applications. Teams also use it to review their prepared renewal petition application before making an intake appointment with the CSD.

Please note: This guide applies specifically to independent charter school renewal petition applications. If you are interested in applying to open and operate a new charter school, to request material revision of an existing charter, or to establish an affiliated charter school, please see the other resources available on our website (http://charterschools.lausd.net) that provide guidance specific to those purposes.

Please note: Any charter school that plans to apply for material revision of its charter during a renewal year must submit a request for material revision to the CSD, separate and apart from the renewal petition application, which will be reviewed and recommended separately for Board action. A charter school applying for renewal may choose to submit its request for material revision, however, at the same time as it submits its renewal petition application. Please see the current LAUSD Board of Education-approved Administrative Procedures for Charter School Authorizing (September 10, 2013) and other resources available on the CSD website for additional information regarding material revisions. A charter school in its renewal year that anticipates requesting material revision during the year (e.g. the addition of grade levels or merger of two schools) should contact the CSD administrator assigned to the school as soon as possible. The CSD administrator will work with the school to ascertain whether the proposed change amounts to a “material revision” that requires the submission of a separate request.

THE PETITION APPLICATION REVIEW PROCESS

The Los Angeles Unified School District’s (“LAUSD” or “District”) renewal petition application review process involves several steps:

Notification of Assigned CSD Administrator Submission of Charter School Renewal Petition Application Review of Renewal Petition Application Revisions of Renewal Petition Application Recommendation to the LAUSD Board of Education LAUSD Board Action


http://charterschools.lausd.net/

For a comprehensive description of the renewal petition application review process, including information regarding timelines, roles, and the detailed steps of the process, please see the LAUSD Board of Education-approved Administrative Procedures for Charter School Authorizing. We also recommend reviewing the Board-approved Policy for Charter School Authorizing. Both documents are available on the CSD website.

NOTIFICATION AND INTAKE APPOINTMENT

When the charter school deems that it is ready to submit its renewal petition, it must notify the CSD administrator assigned to the school and provide complete contact information regarding the designated lead petitioner. A CSD staff member will contact the lead petitioner to schedule a petition intake appointment. Please note that only the submission of a complete petition application accepted for review begins the statutory timeline. NOTE: If a petitioner team seeks to submit a renewal petition application by a certain

date (e.g. a grant deadline), the CSD must receive notification at least seven (7) calendar days in advance of the targeted date for submission in order to ensure that appropriate CSD staff is available to conduct the intake appointment within the desired timeframe. The “Target Windows for Petition Submission” document available on the CSD website can assist the charter school in working with CSD staff to schedule the petition intake appointment for a mutually agreeable date.

CONTENT AND FORMAT OF PETITION APPLICATION

This section provides information regarding both the content and format of the required documents that comprise an LAUSD renewal petition application. In addition to general application requirements, the guide provides document-specific guidance as well.

GENERAL INFORMATION

BINDERAt the intake appointment, the petitioner team must bring and be ready to submit a three-ring binder that contains paper and electronic versions of the documents to be submitted. The binder must include the following items:

1. Cover Page on the front of the binder that includes the full and accurate name of the charter school and the date of submission


2. Spine Label on the side of the binder that indicates the name of the charter school

3. Tabbed Dividers that correspond to the names and order of the numbered items (#1 - #7) on the “Independent Charter School Renewal Petition Application Intake Checklist”

4. Application Documents that are organized in accordance with the tabbed dividers

5. CD R/W (rewritable and formatted as a USB flash drive) that contains electronic versions, in the appropriate format, of all of the documents to be submitted, with the exception of the “Due Diligence Questionnaire and Acknowledgement Forms”. Please make sure that all documents are in separate files (see “ Independent Charter School Renewal Petition Application Intake Checklist”). Please ensure that each file name is short and clearly identifies the contents of the file.

NOTE: All documents in the binder will be scanned upon submission; please do not include Post-Its, paper clips, sheet protectors, staples, or similar extraneous materials in the binder.

PETITION APPLICATION SIZEPlease try to limit the total size of your petition application to no more than 2 MB. The CSD must be able to send the application documents via electronic mail (email) to various District staff for their review, to the lead petitioner during the Revisions step of the review process, and to CDE and LACOE, when necessary.

CURRENT AND ACCURATE INFORMATION AND DOCUMENTSPlease ensure that all documents, data, and other information provided in the petition applic ation are current and accurate versions and representations. Please provide appropriate citations to all external sources of information and data presented in the application documents. All renewal petition applications must include current documentation, including résumés and Governing Board Member Questionnaires completed within the last 12 months.

CONSISTENCY WITH DISTRICT REQUIRED LANGUAGEPlease ensure that the provisions of all documents provided in the petition application are consistent with, and not duplicative of, the “District Required Language” (DRL). See “District Required Language for Independent Charter School Petitions (New and Renewal) and Material Revisions” available on the CSD website.

SPECIFIC PETITION APPLICATION DOCUMENTS

NOTE: In addition to the guidance provided below, please refer to and use the “Independent Charter School Renewal Petition Application Intake


Checklist” to guide preparation of a complete renewal petition application. At the intake appointment, CSD staff will use this checklist to determine whether the petition application is complete.

TAB 1: CHARTER SCHOOL PETITION (ELEMENTS 1-16)

General Format Requirements

MS Word Format : This document must be in MS Word (2007 or later).

Page Breaks Between Elements : Please insert page breaks before the start of each Element of the petition.

District Required Language : Please be sure to highlight in gray all District Required Language (DRL) throughout the petition document.

General Content Requirements

A successful petition presents a “sound educational program” that will meet the needs of the targeted student population and provides a “reasonably comprehensive” description of the sixteen (16) required elements. It must be clear, coherent, and internally cohesive and consistent.

Purpose : Please review and ensure that your petition (Elements 1-16) addresses the statutory purpose of each element as set forth in California Education Code § 47605(b)(5). Please avoid addressing topics that fall outside the scope of the purpose unless expressly required in this guide.

District Required Language : Please include the District Required Language (DRL) as set forth in the separate document titled “District Required Language for Independent Charter School Petitions (New and Renewal) and Material Revisions.” Please follow the directions provided in that document. Please ensure that the other provisions of the petition do not duplicate or conflict with the provisions of the DRL.

Title Page : The petition document must include a title page that contains the full and accurate charter school name and the date of submission.

Table of Contents and Headings : The petition must include an accurate table

of contents that matches the element headings provided in the DRL.

Appendices : A reasonably comprehensive petition that presents a sound educational program inherently will address all critical matters in the petition proper. Therefore, to the greatest extent possible, please avoid the inclusion of appendices in the petition. Please do not include handbooks or school safety plans.


The Sixteen Charter Elements

Element 1: The Educational Program

“A description of the educational program of the school, designed, among other things, to identify those whom the school is attempting to educate, what it means to be an "educated person" in the 21st century, and how learning best occurs. The goals identified in that program shall include the objective of enabling pupils to become self-motivated, competent, and lifelong learners.” Cal. Ed. Code § 47605(b)(5)(A)(i).

“A description, for the charter school, of annual goals, for all pupils and for each subgroup of pupils identified pursuant to Section 52052, to be achieved in the state priorities, as described in subdivision (d) of Section 52060, that apply for the grade levels served, or the nature of the program operated, by the charter school, and specific annual actions to achieve those goals. A charter petition may identify additional school priorities, the goals for the school priorities, and the specific annual actions to achieve those goals.” Cal. Ed. Code § 47605(b)(5)(A)(ii).

A “reasonably comprehensive” petition will include, in addition to the District Required Language, the following:

Community Need for Charter School

1. Describe and discuss how, based on its record of performance, the charter school has and will continue to meet the needs of the community it serves. Address: Academic performance data and other absolute and comparative

performance indicators Success of the innovative features of the educational program Success of the school’s educational program in meeting the specific needs of

its student population

Note: This description and discussion replaces the “self-reflection” that has been included in renewal petitions in prior years.

Student Population To Be Served

2. Identify and describe the charter school’s target student population. Address: Grade levels to be served Specific student educational interests, backgrounds, or challenges Other relevant characteristics of the targeted student population

3. Provide a five-year enrollment rollout plan that shows the number of students per grade and the total number of students that the school plans to serve in each year of the charter term. See sample template below.


SAMPLEEnrollment Roll-Out PlanGrade 2014-15 2015-16 2016-17 2017-18 2018-19

K 50 50 50 50 501 50 50 50 50 502 50 50 50 50 503 50 50 50 50 504 50 50 50 50 505 50 50 50 50 50

Total 300 300 300 300 300

4. Include a completed “Surrounding Schools Demographic and Performance Data” matrix that contains both District schools and charter schools, including the charter school applying for renewal, located within a two-mile radius of the location of the charter school. (See template below; a separate blank template is also available on the CSD website.) Identify the specific address used as the center point of the two-mile radius. Include the most current data available. Cite source(s) of all data.

SURROUNDING SCHOOLS DEMOGRAPHIC AND PERFORMANCE DATA

LAUSD Schools

# of Students[YEAR]

% Students Eligible for

Free/Reduced

Lunch

% of Special Ed. Students

% of English

Learners

% [Major Ethnicity

#1]

% [Major Ethnicity

#2]

% [Major Ethnicity

#3]

[YEAR] Growth API

[YEAR]API

Statewide Rank

[YEAR]API Similar

Schools Rank

Met Schoolwide

Growth Target?

Met Subgroup Growth Targets?

Charter Schools

NOTE: Replace each “[YEAR]” in the matrix above with the specific school year to which the provided data pertains and replace “[Major Ethnicity #_ ]” with the specific ethnicities most represented in the relevant data. Please ensure that this matrix remains portrait-sized in order to honor the state’s request that charter school petitions do not include landscape-oriented pages.

Goals and Philosophy

5. Provide clear, concise school vision and mission statements that match the needs of the targeted population and are aligned with the educational program.


6. Define and describe the characteristics of an “educated person” in the 21st century. Address: College and career-readiness Use of technology

7. Describe how learning best occurs. Include discussion of current learning theories/concepts and how they align to the needs of the target population.

8. State the school’s goals for enabling pupils to become and remain self-motivated, competent, and lifelong learners.

9. Address the requirements of California Education Code § 47605(b)(5)(A)(ii), including: Description of the school’s annual goals, for all pupils (i.e. schoolwide) and for

each subgroup of pupils identified pursuant to California Education Code § 52052, for each of the eight (8) state priorities identified in California Education Code § 52060(d). Please see the template provided below.

Description of the specific annual actions the school will take to achieve each of the identified annual goals. Please see template below.

TEACHER ASSIGNMENTS AND CREDENTIALINGSTATE PRIORITY #1: BASIC SERVICES

ANNUAL GOALS(Identify schoolwide and subgroup goals

as applicable)

SPECIFICANNUAL ACTIONS

MEASURABLE OUTCOMESMethod for Measuring: _____________________

2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

ACCESS TO INSTRUCTIONAL MATERIALSSTATE PRIORITY #1: BASIC SERVICES


as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

FACILITIES MAINTENANCESTATE PRIORITY #1: BASIC SERVICES



as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

IMPLEMENTATION OF STATE CONTENT AND PERFORMANCE STANDARDSSTATE PRIORITY #2


as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

PARENT INVOLVEMENTSTATE PRIORITY #3


as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

STATEWIDE ASSESSMENTSSTATE PRIORITY #4: STUDENT ACHIEVEMENT


as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

ACADEMIC PERFORMANCE INDEX (API)STATE PRIORITY #4: STUDENT ACHIEVEMENT


as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019


A-G COURSE/ CTE COURSE OF STUDY COMPLETION RATE(S) [High School Only]STATE PRIORITY #4: STUDENT ACHIEVEMENT


as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

ENGLISH LEARNER ADEQUATE PROGRESS RATESTATE PRIORITY #4: STUDENT ACHIEVEMENT


as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

ENGLISH LEARNER RECLASSIFICATION RATESTATE PRIORITY #4: STUDENT ACHIEVEMENT


as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

AP EXAMINATION PASSAGE RATE [High Schools Only]STATE PRIORITY #4: STUDENT ACHIEVEMENT


as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

EAP COLLEGE PREPAREDNESS RATE [High Schools Only]STATE PRIORITY #4: STUDENT ACHIEVEMENT



as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

SCHOOL ATTENDANCE RATESTATE PRIORITY #5: STUDENT ENGAGEMENT


as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

CHRONIC ABSENTEEISM RATESTATE PRIORITY #5: STUDENT ENGAGEMENT


as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

DROPOUT RATE [Middle and High Schools Only]STATE PRIORITY #5: STUDENT ENGAGEMENT


as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

GRADUATION RATE [High Schools Only]STATE PRIORITY #5: STUDENT ENGAGEMENT


as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019


STUDENT SUSPENSION RATESTATE PRIORITY #6: SCHOOL CLIMATE


as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

STUDENT EXPULSION RATESTATE PRIORITY #6: SCHOOL CLIMATE


as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

[OTHER LOCAL MEASURE(S) OF SCHOOL CLIMATE]STATE PRIORITY #6: SCHOOL CLIMATE


as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

BROAD COURSE OF STUDYSTATE PRIORITY #7


as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

[OTHER STUDENT OUTCOMES]STATE PRIORITY #8



as applicable)



2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

NOTE: These charter petition provisions must be reflected in and consistent with the school’s Local Control and Accountability Plan (LCAP) and/or updates prepared and submitted pursuant to the requirements of AB 97 (Local Control Funding Formula legislation). For further information, please check the CSD website for additional resources on this topic.

NOTE: The charter petition may identify additional local school priorities, the goals for the school priorities, and the specific annual actions to achieve those goals. California Education Code § 47605(b)(5)(A)(ii)

Instructional Design

10. Describe the curricular and instructional design of the educational program. Discuss briefly the current key educational theories and research that support and inform the design of the educational program. Provide and discuss research-based evidence to show how the design will successfully serve the targeted student population.

Curriculum and Instruction

11. Describe the charter school’s curriculum. (Do not insert California Common Core State Standards (CA CCSS) or other state content standards within the petition; they may be incorporated by citation/reference.) Identify and describe: Key features and components of the school’s educational program by subject

area, including, but not limited to, the following subject areas: English Language Arts English Language Development/English as a Second Language Mathematics History-Social Studies Science Visual and Performing Arts Health and Physical Education World Languages (secondary schools) Electives and other courses/areas of study required for graduation/A-G

requirements (secondary schools)

NOTE: For each specific subject or course, identify (label) whether it is “core/college preparatory” or “non-core/non-college preparatory”.


SAMPLE

Innovative curricular components of the educational program Intervention and enrichment programs Curricular and instructional materials, e.g. textbooks and computer-based

resources, to be used in each subject area/course/program/grade level

12. For secondary schools: Provide a comprehensive course list or table that shows all course offerings for all grades to be served. For high schools: Identify which courses will meet A-G and graduation requirements. See the partial sample template below:

Subject Area9th Grade 10th Grade 11th Grade 12th Grade

1st Sem. 2nd Sem. 1st Sem. 2nd Sem. 1st Sem. 2nd Sem. 1st Sem. 2nd Sem.

English Language

Arts

Mathematics

History-Social

Science

13. Describe the instructional methods and strategies that the charter school will use to deliver the curriculum.

14. Explain how the school’s instructional methodologies and curriculum, including instructional materials, will support implementation and ensure student mastery of the CA CCSS and other state content standards. (Do not include the standards within the petition.)

15. Describe how the instructional program will provide and support student development of technology-related skills and student use of technology. Explain how the school will ensure that students will be prepared to take computer-based state standardized assessments.

16. For high schools: Describe the school’s specific graduation requirements, including the number/type of units required. Explain how the school program and course schedule will enable all students to meet graduation and A-G requirements within four years. Address: How the school will ensure it provides sufficient credit recovery opportunities

and support How the school will ensure that transfer students can meet graduation and

college entrance requirements


[Enter title(s) of specific course(s) to be offered]

17. For high schools: Describe the school’s plan and timeline for obtaining Western Association of Schools and Colleges (WASC) accreditation. Explain how the school’s plan will ensure WASC accreditation prior to graduating its first class of seniors.

18. For high schools1: Describe how charter school will inform parents, including parents with limited English, about the transferability of courses to other public high schools and the eligibility of courses to meet college entrance requirements. Address the manner in which the school will inform parents how and when the school’s course offerings could preclude a student from meeting graduation and/or college entrance requirements if they transfer into or out of the school.

Transitional Kindergarten

19. For elementary schools: Include a description of the school’s Transitional Kindergarten program.

Academic Calendar and Schedules

20. Provide an academic calendar that specifically identifies all instructional days, and indicates whether they are regular, early dismissal/shortened, or minimum schedule days. The calendar also must show holidays and breaks.

21. Provide a comprehensive set of sample daily schedules (regular, early dismissal, minimum day) for each grade level to be served. (If more than one grade level will share an identical schedule, e.g. 1st and 2nd grade, the samples may be consolidated.) Each schedule must show both the subjects to be taught during the various periods of the day as well as subtotals and totals of daily instructional minutes. If the school’s instructional design or model uses block scheduling, include multiple days of schedules as necessary to show the complete block model.

22. Complete and include the MS Excel “Instructional Days and Minutes Calculator” table (provided below, and in a separate document on the CSD website).

1 California Education Code requires a charter school petition to include,“[i]f the proposed school will serve high school pupils, a description of the manner in which the charter school will inform parents about the transferability of courses to other public high schools and the eligibility of courses to meet college entrance requirements. Courses offered by the charter school that are accredited by the Western Association of Schools and Colleges may be considered transferable and courses approved by the University of California or the California State University as creditable under the "A" to "G" admissions criteria may be considered to meet college entrance requirements.”Cal. Ed. Code § 47605(b)(5)(A)(iii).


Grades

TK/K Select Y/N 0 36000 0 -360001 Select Y/N 0 50400 0 -504002 Select Y/N 0 50400 0 -504003 Select Y/N 0 50400 0 -504004 Select Y/N 0 54000 0 -540005 Select Y/N 0 54000 0 -540006 Select Y/N 0 54000 0 -540007 Select Y/N 0 54000 0 -540008 Select Y/N 0 54000 0 -540009 Select Y/N 0 64800 0 -64800

10 Select Y/N 0 64800 0 -6480011 Select Y/N 0 64800 0 -6480012 Select Y/N 0 64800 0 -64800

Grades Offered

Number of Regular

Days

Number of Instr.

Minutes Per

Regular Day

Number of Early

Dismissal Days

Number of Instr.

Minutes Per Early Dismissal

Day

Number of Minimum

Days

Number of Instr.

Minutes Per

Minimum Day

Number of [Other]

Days

Number of Instr.

Minutes Per [Other]

DayTotal Number of Instr. Days

Minutes Req'd Per State Law

Total Number of

Instr. Minutes

Number of Instr.

Minutes Above/ Below State Req't.

Professional Development

23. Describe how the school will recruit teachers who are qualified to deliver the educational program, including any innovative components of the program.

24. Describe how the school will provide ongoing professional development to ensure that teachers have the capacity to deliver the educational program. Include a professional development plan, specifying a list of topics, for the first year.

Meeting the Needs of All Students

English Learners

25. Describe how the charter school’s educational program will meet the needs of English Learners (ELs). Specify whether the school will adopt and implement LAUSD’s English Learner Master Plan or implement its own English Learner Master Plan. Describe: Process for identifying English Learners Educational program for English language acquisition, including how, where,

and by whom the English Learner program components will be provided Services and supports for English Learners, including instructional strategies

and intervention Process for annual evaluation of the school’s English Learner program Process and criteria for reclassification Process for monitoring progress of English Learners and reclassified (RFEP)

students

Gifted and Talented Students and Students Achieving Above Grade Level


26. Describe how the charter school will meet the needs of gifted and talented students and students achieving above grade level. Address: Whether the school will identify students for GATE eligibility, and, if so, how How the school will identify and meet the educational needs of students in

this subgroup, including how, where, and by whom instructional program components, services and/or supports will be provided

How the school will monitor the progress of students in this subgroup

Students Achieving Below Grade Level

27. Describe how the charter school will meet the needs of students achieving below grade level. Address: How the school will identify students in this subgroup How the school will identify and meet the educational needs of students in

this subgroup, including how, where, and by whom instructional program components, services and/or supports will be provided


Socio-Economically Disadvantaged Students

28. Describe how the charter school will meet the needs of socio-economically disadvantaged students. Address: How the school will identify students in this subgroup How the school will identify and meet the needs of students in this subgroup,

including how, where, and by whom services, supports and/or opportunities will be provided


Students with Disabilities

29. The District Required Language provides all provisions that address matters related to students with disabilities and special education.

Students in Other Subgroups

30. For any other subgroup relevant to the targeted student population, describe how the charter school will meet the needs of students in the subgroup. Address: How the school will identify students in this subgroup How the school will identify and meet the needs of students in this subgroup,

including how, where, and by whom services, supports and/or opportunities will be provided


“A Typical Day”

31. Provide a brief narrative describing “a typical day” at the charter school.


Describe what a visitor to the school should expect to see and hear when the school’s vision is being fully implemented. Ensure that the typical day reflects the instructional design/model, innovative component(s), and key instructional strategies of the educational program.

Element 2: Measurable Pupil Outcomes andElement 3: Method by which Pupil Progress Toward Outcomes will be Measured

“The measurable pupil outcomes identified for use by the charter school. "Pupil outcomes," for purposes of this part, means the extent to which all pupils of the school demonstrate that they have attained the skills, knowledge, and attitudes specified as goals in the school's educational program. Pupil outcomes shall include outcomes that address increases in pupil academic achievement both schoolwide and for all groups of pupils served by the charter school, as that term is defined in subparagraph (B) of paragraph (3) of subdivision (a) of Section 47607. The pupil outcomes shall align with the state priorities, as described in subdivision (d) of Section 52060, that apply for the grade levels served, or the nature of the program operated, by the charter school.” Cal. Ed. Code § 47605(b)(5)(B).

“The method by which pupil progress in meeting those pupil outcomes is to be measured. To the extent practicable, the method for measuring pupil outcomes for state priorities shall be consistent with the way information is reported on a school accountability report card.” Cal. Ed. Code § 47605(b)(5)(C).

NOTE: Elements 2 and 3 have been combined to support petition clarity, coherence, and consistency.

NOTE: The District Required Language (DRL) includes a specific assurance that the charter school must “[m]eet all statewide standards and conduct the pupil assessments required pursuant to Educ. Code sections 60605 and 60851 and any other statewide standards authorized in statute or pupil assessments applicable to pupils in non-charter public schools. EC 47605(c)(1).” In addition, the DRL for this Element includes the following provision: “Charter School shall meet all statewide content and performance standards and targets. Cal. Ed. Code § 47605(c)(1), 60605.” All provisions of this Element must be consistent with the DRL provisions.


Measurable Goals of the Educational Program

1. Describe the measurable goals and objectives of the school’s educational program. Include: The school’s annual goals, for all pupils (i.e. schoolwide) and for each

subgroup of pupils identified pursuant to California Education Code § 52052, for each of the eight (8) state priorities identified in California Education Code § 52060(d).

NOTE: These goals are the same as those described in Element 1 in accordance with California Education Code § 47605(b)(5)(A)(ii). A completed State Priorities table provided in Element 1 will meet this


requirement and can be incorporated herein by reference.

The school’s unique educational goals or objectives, including description of the knowledge, skills, and aptitudes to be measured. If included in the State Priorities table in Element 1, such goals do not need to be repeated here but rather can be incorporated by reference to the table.

NOTE: Do not insert the text of the state content standards within the petition; they may be incorporated by citation/reference.

Measuring Pupil Outcomes: Summative Assessment Performance Targets

Performance Targets Aligned to State Priorities

2. In chart or table format, identify and describe specific performance targets (pupil outcomes), for all pupils (i.e. schoolwide) and for each subgroup of pupils identified pursuant to California Education Code § 52052, that align with the eight (8) state priorities identified in California Education Code § 52060(d). A completed State Priorities table provided in Element 1 will meet this requirement and can be incorporated herein by reference.

NOTE: Some of the eight state priorities include multiple components. Each sub-priority that applies to the grade levels to be served or the nature of the program to be operated must be addressed. Make sure that the annual goals and annual outcomes for Priorities 4 and 8 are not inconsistent.

Address: Academic achievement performance outcomes (targets) as measured by

state standardized assessments The school’s plan for measuring student academic performance, including the

means of acquiring, analyzing, and sharing summative annual student achievement data, during the period of transition to state standardized assessments based on California Common Core State Standards (see AB 484)

The assessment(s) that the school will administer and use to measure annual student academic achievement of the standards and measurable goals for any grade that does not take state standardized assessments of core subjects

NOTE: Pursuant to SB 1290 enacted in 2012, California Education Code § 47607(b), now requires charter school authorizers to consider increases in pupil academic achievement for all groups of pupils served by the charter school as the most important factor in determining whether to grant a charter renewal.

Other Performance Targets


3. In chart or table format, e.g. as shown in the partial sample template above, for all other measurable goals, name each goal, the annual assessment tool(s) or other means to be used to measure levels of performance regarding the goal, and specific annual performance target(s) or outcomes. If included in the State Priorities table in Element 1, such goals do not need to be repeated here but rather can be incorporated here by reference to the table.

Measuring Pupil Progress Toward Outcomes: Formative Assessment

4. Describe how the school will monitor and measure student progress toward mastery of state standards and the other goals identified above. Address: Specific assessment tools (e.g. periodic assessments and screening and

diagnostic tools), including how they are appropriate and sufficient to measure progress towards the specific goals targeted

Frequency of assessment Performance expectations

Data Analysis and Reporting

5. Outline the school’s plan for collecting, analyzing, using, and reporting academic performance and other data. Address: The role and use of data to inform instruction The role and use of data to monitor and improve the charter school’s

educational program and operations The role and use of data to inform stakeholders of school performance

Grading, Progress Reporting, and Promotion/Retention

6. Describe the school’s grading and progress reporting systems. Address: Grading policy Type and frequency of progress reporting Promotion/retention policy and procedures

Element 4: Governance

“The governance structure of the school, including, but not limited to, the process to be followed by the school to ensure parental involvement.” Cal. Ed. Code § 47605(b)(5)(D).


Governance Structure


1. Describe the school’s governance structure. Include: Organizational chart that shows the supervisorial, advisory, and other

relationships among and between the school’s governing board, committees, key personnel, and/or parent/stakeholder councils, organizations or positions

Description of the major roles and responsibilities, within the governance structure, of the school’s governing board and executive-level employees (e.g. CEO, CAO, CFO, Executive Director, and/or Director/Principal)

Governing Board Composition and Member Selection

2. Describe the composition of the school’s governing board. Explain how this composition will contribute to effective school governance.

3. Outline the criteria and process for selecting governing board members. Address: Length/rotation of service terms Process and potential considerations for determining a need to select/add

board member Board member qualifications Selection criteria and process

Governance Procedures and Operations

4. Describe the meeting requirements and procedures of the governing board and its committees, if any. Include: Location and frequency of governing board and committee meetings Process and timeline for setting annual calendar of governing board and

committee meetings Location(s) for posting governing board and committee meeting agendas Specific procedures that will ensure compliance with key Brown Act

requirements

5. Describe the governing board’s decision-making procedures. Address: Quorum requirements Board action (voting) requirements Abstention and teleconference participation

Stakeholder Involvement

6. Describe the school’s stakeholder involvement plan and process. Address: The role of parents and staff in the governance of the school The process by which the school will consult with parents and teachers

regarding the school’s educational program The composition, selection, and operating procedures for parent organization

or committee, if any


Element 5: Employee Qualifications

“The qualifications to be met by individuals to be employed by the school.” Cal. Ed. Code §47605(b)(5)(E).


Employee Positions and Qualifications

1. Identify/list all school employee classes/positions, including administrators, certificated staff, instructional support staff, and classified staff.

2. For each position, provide a job description and describe the minimum and desirable qualifications.

Element 6: Health and Safety Procedures

“The procedures that the school will follow to ensure the health and safety of pupils and staff. These procedures shall include the requirement that each employee of the school furnish the school with a criminal record summary as described in Section 44237.” Cal. Ed. Code § 47605(b)(5)(F).

A “reasonably comprehensive” petition will include the District Required Language.

Element 7: Means to Achieve Racial and Ethnic Balance

“The means by which the school will achieve a racial and ethnic balance among its pupils that is reflective of the general population residing within the territorial jurisdiction of the school district to which the charter petition is submitted.” Cal. Ed. Code §47605(b)(5)(G).


Court-Ordered Integration

1. Provide the school’s plan for achieving and maintaining the LAUSD’s Racial and Ethnic Balance goal of a 70:30 or 60:40 ratio. Describe: Specific annual outreach and recruitment activities, including dates and

locations Specific materials and methods (e.g. flyers, website, online postings, etc.) to

be used to advertise and otherwise conduct outreach and recruitment Language(s) that will be used for all outreach and recruitment activities,

methods, and materials

2. Explain how this plan will achieve and maintain the LAUSD Racial and Ethnic Balance goal of a 70:30 or 60:40 ratio.


Element 8: Admission Requirements

“Admission requirements, if applicable.” Cal. Ed. Code § 47605(b)(5)(H).


Admission Requirements

1. Describe any specific requirements for admission and/or enrollment in the proposed school.

Student Recruitment

2. Describe how the school will recruit and reach out to students with a history of low academic performance, socio-economically disadvantaged students, and students with disabilities.

Lottery Preferences and Procedures

3. Identify any preferences in admission to be extended, including an explanation of the rationale for such preferences.

4. Describe the manner in which the charter school will conduct a public random drawing in the event that the number of students who wish to attend the school exceeds the school’s capacity. Describe: Open enrollment period(s) or timeline, and related enrollment

procedures Method(s) that the school will use to communicate to all interested

parties the timeline, rules, and procedures to be followed during the open enrollment and lottery processes

Method that the school will use to ensure lottery procedures are fairly executed and that interested parties may attend and observe

Date, time, and location for the lottery each year, if needed Procedures that the school will follow to determine waiting list priorities

based upon lottery results and to enroll students from the waiting list Means by which the school will notify parents/guardians of students

who have been offered a seat as a result of the lottery or from the waiting list following a lottery, and the procedures and timelines under which parents/guardians must respond in order to secure admission

Method for documenting the fair execution of lottery and waitlist procedures

Element 9: Annual Financial Audits


“The manner in which annual, independent financial audits shall be conducted, which shall employ generally accepted accounting principles, and the manner in which audit exceptions and deficiencies shall be resolved to the satisfaction of the chartering authority.” Cal. Ed. Code § 47605(b)(5)(I).


Annual Audit Procedures

1. Specify what person or position at the charter school is responsible for contracting with an accountant to conduct the required annual financial audit.

2. Specify what person or position at the charter school is responsible for working with the auditor to complete the audit.

3. Describe how the school will ensure that the selected auditor is on the State Controller’s list of approved auditors to conduct charter school audits.

4. Describe the process that the charter school will employ to address and resolve any deficiencies, findings, material weaknesses, or audit exceptions.

5. Specify what person or position at the charter school is responsible for ensuring that the auditor sends the completed audit to the required agencies by the statutory deadline.

Element 10: Suspension and Expulsion Procedures

“The procedures by which pupils can be suspended or expelled.” Cal. Ed. Code § 47605(b)(5)(J).


Discipline Foundation Policy

1. Describe the school’s discipline plan and how the school will implement the District’s Discipline Foundation Policy, as required by the Modified Consent Decree. Address: Schoolwide positive behavior support and intervention Alternatives to suspension, especially for behavior issues related to low

academic achievement and attendance-related concerns

Grounds for Suspension and Expulsion

2. Identify and describe all offenses for which students must be suspended (i.e. non-discretionary suspension) and all offenses for which a student may be suspended (i.e. discretionary suspension). If this list of offenses is not aligned with the list of offenses set forth in the Education Code for other public schools,


explain the rationale for the difference(s) and how the list provides adequate safety for students, staff, and visitors to the school and serves the best interests of students. Identify the scope of the school’s disciplinary jurisdiction (e.g. location, day/time, activity).

3. Identify and describe all offenses for which students must be recommended for expulsion (i.e. mandatory recommendation for expulsion) and all offenses for which a student may be recommended for expulsion (i.e. discretionary recommendation for expulsion). If this list of offenses is not aligned with the list of offenses set forth in the Education Code for other public schools, explain the rationale for the difference(s) and how the list provides adequate safety for students, staff, and visitors to the school and serves the best interests of students. Identify the scope of the school’s disciplinary jurisdiction (e.g. location, day/time, activity).

Suspension Procedures

4. Describe the school’s specific rules and procedures for student suspension, including: What position(s) is/are authorized to suspend students How the school will provide to the student and parent adequate notice of the

reason for potential disciplinary action and a meaningful opportunity to be heard prior to suspension

How a parent/student may appeal a suspension decision

5. Identify the maximum number of days a student may be suspended for any single offense and the maximum total number of days a student may be suspended within one academic year.

6. Describe how the school will provide the student with access to education during the term of the suspension.

7. Describe the specific rules and procedures for suspension pending the outcome of an expulsion process, including the maximum number of days a suspension can be extended and the school’s interim placement procedures.

Expulsion Procedures

8. Describe the school’s specific rules and procedures for student expulsion. Address: How the school will provide to the student and parent adequate notice of the

reason for potential disciplinary action and a meaningful opportunity to be heard prior to making an expulsion recommendation

Who has the authority, and what process must be followed, to make expulsion recommendations

Who has the authority to make expulsion decisions


How and when the school will hear and decide expulsion recommendations, including the provision of an impartial decision-making panel, adequate notice and meaningful opportunity to be heard, reasonable timeline, reasonable accommodations and language support, special rules and procedures for incidents involving sexual assault, and other due process protections and rights

How the school will create and maintain records of the proceedings, and make records available to students/parents

How students/parents may appeal an expulsion decision, including provision of an impartial appeals panel, adequate notice and meaningful opportunity to be heard, reasonable timeline, reasonable accommodations and language support, and other due process protections and rights

How the school will provide post-expulsion support to facilitate access to education for expelled students/families

9. Describe the school’s policies and procedures regarding rehabilitation, reinstatement, and readmission.

Element 11: Employee Retirement Systems

“The manner by which staff members of the charter schools will be covered by the State Teachers' Retirement System, the Public Employees' Retirement System, or federal social security.” Cal. Ed. Code § 47605(b)(5)(K).

A “reasonably comprehensive” petition will include the following:

Certificated Staff Members

1. Specify the certificated positions that will be covered under each retirement system and the staff who will be responsible for ensuring that appropriate arrangements for that coverage have been made. If the school elects to participate in the California State Teachers’ Retirement System (CalSTRS) and/or the California Public Employees’ Retirement System (CalPERS), include a statement acknowledging that the school must continue such participation for the duration of the charter school’s existence under the same CDS code.

Classified Staff Members

2. Specify the classified positions that will be covered under each retirement system and the staff who will be responsible for ensuring that appropriate arrangements for that coverage have been made. If the school elects to participate in CalPERS, include a statement acknowledging that the school must continue such participation for the duration of the charter school’s existence under the same CDS code.

Other Staff Members


3. Specify any other staff positions, not included in the other two categories, that will be covered under each retirement system and the staff who will be responsible for ensuring that appropriate arrangements for that coverage have been made. If the school elects to participate in CalPERS, include a statement acknowledging that the school must continue such participation for the duration of the charter school’s existence under the same CDS code.

Element 12: Public School Attendance Alternatives

“The public school attendance alternatives for pupils residing within the school district who choose not to attend charter schools.” Cal. Ed. Code § 47605(b)(5)(L).


Element 13: Rights of District Employees

“A description of the rights of any employee of the school district upon leaving the employment of the school district to work in a charter school, and of any rights of return to the school district after employment at a charter school.” Cal. Ed. Code § 47605(b)(5)(M).


Element 14: Mandatory Dispute Resolution

“The procedures to be followed by the charter school and the entity granting the charter to resolve disputes relating to provisions of the charter.” Cal. Ed. Code § 47605(b)(5)(N).


Element 15: Exclusive Public School Employer

“A declaration whether or not the charter school shall be deemed the exclusive public school employer of the employees of the charter school for purposes of Chapter 10.7 (commencing with Section 3540) of Division 4 of Title 1 of the Government Code.” Cal. Ed. Code § 47605(b)(5)(O).


Element 16: Charter School Closure Procedures

“A description of the procedures to be used if the charter school closes. The procedures shall ensure a final audit of the school to determine the disposition of all assets and liabilities of the charter school, including plans for disposing of any net assets and for the maintenance and transfer of pupil records.” Cal. Ed. Code § 47605(b)(5)(P).



TAB 2: GOVERNING BOARD RESOLUTION

The charter school’s governing board resolution that authorizes submission of the charter school renewal petition application and identifies the lead petitioner, school administrator, and onsite financial manager (who may not be the same person as the school administrator) must have been adopted within the last 12 months prior to submission. The submitted document may be a copy of the original document.

Make sure that the names identified on the resolution match the other documentation required to be submitted as part of the renewal petition application. Ensure that the document includes the duly executed signature of the governing board secretary.

TAB 3: ARTICLES OF INCORPORATION, BYLAWS, AND CONFLICT OF INTEREST POLICY

Make sure that each of these three separate documents is complete and current. These documents may be copies of the original documents.

If the Articles of Incorporation have been amended, please include both the amendment document(s) and the initial incorporation document. Make sure that these documents contain the seal of the State of California.

Make sure that the bylaws document includes the duly executed signature of the governing board secretary.

TAB 4: BUDGET

Ensure that the submitted budget has been created with MS Excel (2007 or later).

The budget must include annual budgets and monthly cash flows for at least three (3) years.

NOTE: The submitted budget must meet the requirements of and otherwise comply with all applicable laws and regulations related to AB 97 (Local Control Funding Formula), as they may be amended from time to time.

TAB 5: LOTTERY FORM AND ENROLLMENT FORM


Make sure that the petition application includes two separate and distinct forms: a lottery form, to be used for parents/students who wish to participate in the lottery, and the enrollment form that the school will use once it offers a seat to a student.

TAB 6: DUE DILIGENCE QUESTIONNAIRE AND ACKNOWLEDGEMENT FORMS AND RÉSUMÉS

Make sure that these documents are complete and have original signatures. Please include names and contact information for professional references.

Make sure that the persons submitting these forms match the names of the persons identified in the governing board resolution above.

TAB 7: GOVERNING BOARD MEMBER QUESTIONNAIRES AND RÉSUMÉS

Make sure that these documents are complete. Ensure that the Governing Board Member Questionnaires have been initialed on each page and signed at the bottom. The submitted documents may be copies of the original signed documents.

Make sure that the résumés meet the applicable requirements (see “Independent Charter School Renewal Petition Application Intake Checklist”).

CD R/W

See “Independent Charter School Renewal Petition Application Intake Checklist” for guidance about the contents of the CD.

Make sure that all cells and formulas within the electronic version of the budget are unlocked.

The CSD strongly recommends that the required CD be rewritable and formatted as a USB flash drive to facilitate intake and petition review.
